For my E2T2 project, I incorporated technology into our statistics unit. My students created various tables and graphs in Microsoft Excel including- data tables, bar graphs, double bar graphs, line graphs, and circle graphs. Students also learned to copy and paste their tables and graphs into Microsoft Word, as well as cite the source for the data in their tables and graphs.
E2T2 was a beneficial experience directly for me, and indirectly for my students. It is an experience I feel every teacher could benefit from. Prior to taking E2T2, I felt as if I was “technologically savvy”, and felt that my peers would agree. However in E2T2, I was introduced to a plethora of resources that could be used for collaboration, critical thinking, information literacy, invention, and self-direction. Through this experience, I learned that I was not as “technologically savvy” as I once thought. Although facing this realization, I was excited at such an amazing opportunity to learn about the various resources, as well as ways I could incorporate them into my own classroom. It is remarkable how a teacher can simply say “we will be working in the computer lab today”, and cheers echo across the classroom. Our students are living in the 21st century. When my 7 year old can pause live TV, so she can copy the website she sees on the Disney channel into a web browser, and then proceeds to make her own comic book- it’s a sign of our times. Our students are becoming more and more advanced with technology, and teachers need to harness this. Motivation and engagement when technology becomes part of the lesson is astounding. When my students were in the lab working on their unit, they were not only engaged in their assignment, but they were also excited to work on the assignment, and proud to share what they were able to accomplish. For my E2T2 project, students created various forms of graphs using Microsoft Excel. The use of technology (Excel) increased motivation and engagement, as students preferred this format to the tedious pencil and paper drawing of graphs. I must admit that I was concerned about the amount of class time lost when teaching students how to use the technology needed, but I don’t feel as if any time was lost, despite having to teach students how to use Excel. This is due to the fact that the amount of time it takes to graph in Excel vs. drawing with pencil and paper is at minimum, cut in half. In addition, I worked on incorporating the formative assessment process into this project, urging students to self-evaluate using the rubric provided. I feel that the quality of student work improved drastically, as well as At this time, I am not quite sure what my position will be next year. However, what I do know is that whichever it is, I will work technology into my classroom, as often as possible. If it fits, the motivation and engagement achieved with technology, as well as the life skills students acquire, make this a mindless decision.
Literature Review
Which elements discussed in this book did you find most useful, if any? Why? What factors made this strategy or concept powerful for you? There were many elements in this book that I found useful. One of which was discussed in section 5- “Unpacking”. This is time for me, as the teacher to reflect and critique the project as well as the journey and the experience. This is an area of teaching that I need to focus on. Perhaps I could do this through a professional blog. Not much time in my hectic day is devoted to reflecting, but after reading this section, I was reminded of the importance and how I can improve my teaching by incorporating “unpacking”. This section also discussed sharing the project with colleagues. Considering 11 GCMS teachers participated into E2T2, what a difference we could make if we each shared some of what we learned in E2T2. I also liked the idea of contributing project plans, ideas, etc., to an online database, making them accessible to others. Perhaps we can share the wiki with our colleagues so they are able to explore, gather ideas, and use us as a resource. Did the content of this book change any aspects of your educational philosophy? Why? The contents of this book did not change any aspect of my educational philosophy. I’ve always known of and believed in the importance of technology and project based learning in education. I feel as if the book supported my educational philosophy and provided me with additional resources to enhance my philosophy. What elements of this book did you find insufficient or left you in need of more information? At this time, I don’t feel as if the book was insufficient or left me in need of more information, but rather more time is needed to digest it’s contents. I feel as if summer will be a great time to look through each section in more depth, while exploring all of the technology resources it suggests. As we are currently working on curriculum maps that align with the new curriculum, what a great time to review the contents of the book, and incorporate project-based learning into our maps. Did the content of this book help you have an increased impact on your students' learning? How? Please site specific examples. Reading Reinventing Project Based Learning, and my participation in E2T2 definitely had an increased impact on student learning, and more importantly, will continue to impact my students. As already mentioned, my project involved teaching students how to use Excel to organize and graph data. Not only was motivation and engagement increased dramatically during this unit, I feel as if I provided my students with a skill they will be able to use throughout their education, and quite possibly professional careers. An example I have is a student who shared with me that she helped her mom with a graph she was trying to make for work. Another example is several students who struggle with pencil paper tasks, but excelled with this project. These students became ‘experts’, and students would go to them to ask questions about how to use the program. I am proud of my student’s and their work, but also myself, as I renewed my commitment to continue my work in enhancing my classroom through the use of technology and project-based learning.
E2T2 Portfolio Page for Amy Nelson
Summary
For my E2T2 project, I incorporated technology into our statistics unit. My students created various tables and graphs in Microsoft Excel including- data tables, bar graphs, double bar graphs, line graphs, and circle graphs. Students also learned to copy and paste their tables and graphs into Microsoft Word, as well as cite the source for the data in their tables and graphs.Shared Lessons, Units, and Resources
https://www.cia.gov/library/publications/the-world-factbook/
Blog Entries
(Below is my blog on edublogs before switching to blogger)
E2T2 Reflections
Student Work Samples
Summative Narrative
E2T2 was a beneficial experience directly for me, and indirectly for my students. It is an experience I feel every teacher could benefit from. Prior to taking E2T2, I felt as if I was “technologically savvy”, and felt that my peers would agree. However in E2T2, I was introduced to a plethora of resources that could be used for collaboration, critical thinking, information literacy, invention, and self-direction. Through this experience, I learned that I was not as “technologically savvy” as I once thought. Although facing this realization, I was excited at such an amazing opportunity to learn about the various resources, as well as ways I could incorporate them into my own classroom.It is remarkable how a teacher can simply say “we will be working in the computer lab today”, and cheers echo across the classroom. Our students are living in the 21st century. When my 7 year old can pause live TV, so she can copy the website she sees on the Disney channel into a web browser, and then proceeds to make her own comic book- it’s a sign of our times. Our students are becoming more and more advanced with technology, and teachers need to harness this. Motivation and engagement when technology becomes part of the lesson is astounding. When my students were in the lab working on their unit, they were not only engaged in their assignment, but they were also excited to work on the assignment, and proud to share what they were able to accomplish.
For my E2T2 project, students created various forms of graphs using Microsoft Excel. The use of technology (Excel) increased motivation and engagement, as students preferred this format to the tedious pencil and paper drawing of graphs. I must admit that I was concerned about the amount of class time lost when teaching students how to use the technology needed, but I don’t feel as if any time was lost, despite having to teach students how to use Excel. This is due to the fact that the amount of time it takes to graph in Excel vs. drawing with pencil and paper is at minimum, cut in half. In addition, I worked on incorporating the formative assessment process into this project, urging students to self-evaluate using the rubric provided. I feel that the quality of student work improved drastically, as well as
At this time, I am not quite sure what my position will be next year. However, what I do know is that whichever it is, I will work technology into my classroom, as often as possible. If it fits, the motivation and engagement achieved with technology, as well as the life skills students acquire, make this a mindless decision.
Literature Review
Which elements discussed in this book did you find most useful, if any? Why? What factors made this strategy or concept powerful for you?There were many elements in this book that I found useful. One of which was discussed in section 5- “Unpacking”. This is time for me, as the teacher to reflect and critique the project as well as the journey and the experience. This is an area of teaching that I need to focus on. Perhaps I could do this through a professional blog. Not much time in my hectic day is devoted to reflecting, but after reading this section, I was reminded of the importance and how I can improve my teaching by incorporating “unpacking”.
This section also discussed sharing the project with colleagues. Considering 11 GCMS teachers participated into E2T2, what a difference we could make if we each shared some of what we learned in E2T2. I also liked the idea of contributing project plans, ideas, etc., to an online database, making them accessible to others. Perhaps we can share the wiki with our colleagues so they are able to explore, gather ideas, and use us as a resource.
Did the content of this book change any aspects of your educational philosophy? Why?
The contents of this book did not change any aspect of my educational philosophy. I’ve always known of and believed in the importance of technology and project based learning in education. I feel as if the book supported my educational philosophy and provided me with additional resources to enhance my philosophy.
What elements of this book did you find insufficient or left you in need of more information?
At this time, I don’t feel as if the book was insufficient or left me in need of more information, but rather more time is needed to digest it’s contents. I feel as if summer will be a great time to look through each section in more depth, while exploring all of the technology resources it suggests. As we are currently working on curriculum maps that align with the new curriculum, what a great time to review the contents of the book, and incorporate project-based learning into our maps.
Did the content of this book help you have an increased impact on your students' learning? How? Please site specific examples.
Reading Reinventing Project Based Learning, and my participation in E2T2 definitely had an increased impact on student learning, and more importantly, will continue to impact my students. As already mentioned, my project involved teaching students how to use Excel to organize and graph data. Not only was motivation and engagement increased dramatically during this unit, I feel as if I provided my students with a skill they will be able to use throughout their education, and quite possibly professional careers. An example I have is a student who shared with me that she helped her mom with a graph she was trying to make for work. Another example is several students who struggle with pencil paper tasks, but excelled with this project. These students became ‘experts’, and students would go to them to ask questions about how to use the program. I am proud of my student’s and their work, but also myself, as I renewed my commitment to continue my work in enhancing my classroom through the use of technology and project-based learning.